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Abstract

Speech-Language Pathologists (SLP) practice the philosophy that dialect is a difference rather than a disorder. In contrast, many English educators teach writing in a way that labels dialect as a disorder or problem. This thesis compares the views presented by the American Speech-Language-Hearing Association (ASHA) and The National Council of Teachers of English (NCTE) in relation to the importance of code switching from one’s dialect to Standard American English for academic success. The focused dialects are Appalachian and Black Vernacular. Additionally, the thesis presents strategies that educators and SLPs can employ to increase student achievement within the classroom and on standardized tests, while still accepting their household dialect.